Download the supporting PDF file for this episode http://bit.ly/ijlL3g from the Learning to Teach Online project...
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Download the supporting PDF file for this episode http://bit.ly/ijlL3g from the Learning to Teach Online project website.Engaging students in online learning is critical for success. In this episode, we speak with teachers and students about strategies for improving engagement and motivation in online learning environments. Effective facilitation, creating learning communities, strategies for motivating students, and encouraging and sustaining participation are discussed.

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From the ePortfolio Day of Planning 8/13/09. Video is captured.Mapping and creating an ePortfolio culture help prepare for a...
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From the ePortfolio Day of Planning 8/13/09. Video is captured.Mapping and creating an ePortfolio culture help prepare for a successful implementation with common agreement between stakeholders. This session will provide strategies and tools to implement ePortfolios at your institution or school. After defining your ePortfolio goals and priorities, you will develop steps and elements for adoption.

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From the ePortfolio Day of Planning 8/13/09. Features Kevin Kelly discussing Mapping ePortfolios to goals. Site includes...
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From the ePortfolio Day of Planning 8/13/09. Features Kevin Kelly discussing Mapping ePortfolios to goals. Site includes video, and supporting handouts.During this session, participants will go through the process of mapping ePortfolio artifacts or assignments to objectives at all levels--class, program/department, college, campus, and even national (e.g., AAC&U LEAP Expected Learning Outcomes). Participants will leave with strategies and tools to perform these mapping exercises for ePortfolio initiative planning as well as program review, institutional assessment, accreditation preparation, and more.

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From the 8/13/09 ePortfolio Day of Planning. Site includes video, and supporting handouts Review emerging definitions of...
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From the 8/13/09 ePortfolio Day of Planning. Site includes video, and supporting handouts Review emerging definitions of ePortfolios; how and where and they are being used; describe the student-centered approach; explain the Portfolio Process (in teaching & learning) with examples and a brief film; and summarize linking artifacts to institutional goals for assessment and accreditation purposes. Review steps to designing a plan to support campuses with teaching and learning needs, technology management needs, and organizational administration needs.With Helen Chen (Stanford), Kevin Kelly (SFSU), and Una Daly (CVC).

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In this 90-minute webinar, we discussed techniques for testing your institution’s plan and training staff. Lead by Julie...
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In this 90-minute webinar, we discussed techniques for testing your institution’s plan and training staff. Lead by Julie Page, this webinar was a follow-up to the course Protecting Your Collections: Writing a Disaster Response Plan taught by Julie in March. Conducting drills and exercises of your institution’s response plan is critical for testing procedures, identifying problems, and discussing solutions. Includes the PowerPoint presentation, handouts, webinar transcript, and a video "academic aftershock״.

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This video demonstrates how to use MIT Physics 8.02: Faraday's Law and describes the benefits of using it in Physics courses....
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This video demonstrates how to use MIT Physics 8.02: Faraday's Law and describes the benefits of using it in Physics courses. MIT Physics 8.02: Faraday's Law is a web page containing a series of animations and simulations related to Faraday's Law. It is part of the MIT TEAL project and includes simulations on topics in E&M, course notes, and a multimedia Guided Tour of the topic.

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This is a clip from a Saturday Night Live skit that features Father Guido Sarducci. In the clip, he explains that all...
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This is a clip from a Saturday Night Live skit that features Father Guido Sarducci. In the clip, he explains that all students remember from their college years can be covered in 5 minutes. Although it is comedic, the clip can be used to start off a faculty development workshop, particularly one focused on student learning.

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Date: November 4, 2011Time: Noon – 4:30 pm EasternEffective instruction in the discipline of psychology requires specific...
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Date: November 4, 2011Time: Noon – 4:30 pm EasternEffective instruction in the discipline of psychology requires specific tools and techniques. In this four-and-a-half-hour workshop, expert practitioners in the fields psychology and education will explore need-to-know topics for student engagement, including student misconceptions about psychology, study skills, active learning, and critical thinking.In addition to the benefits of the longer format—more material, greater chance for collaboration within the cohort of attendees—participants will receive a complimentary book with registration.Part One - Mythbusters in the Psychology Classroom: Debunking Common Student Misconceptions In part one of the workshop, Scott O. Lilienfeld will discuss the nature and prevalence of widespread student misconceptions about psychology (e.g., opposites attract, most people use only 10% of their brain power, people with schizophrenia have multiple personalities) and argue that dispelling students' misunderstandings of the subject matter is often essential for promoting accurate psychological knowledge. He will offer a number of tangible examples of student misconceptions about psychology and examine their probable sources and origins. Finally, by drawing on the extant literature from educational psychology and science education, he will explore potentially fruitful teaching approaches to confronting and debunking student misconceptions of psychology.Part Two - What Does 'Study More' Really Mean?: Helping Today's Psychology Students Improve Study Skills How should students study? What is the best advice to give students regarding study skills? What works? In this portion of the workshop, Regan A. R. Gurung provides instructors with a review of the empirical evidence on study skills, offers key suggestions for instructors to modify their pedagogy to aid student studying, and concludes with items for future research on this critical topic.Part Three - Engaging and Inspiring Today's Students through Active Learning Young Americans reportedly spend an average of 6.5 hours of each day using electronic media. How can college professors find time for active learning, while also competing with the electronic media's high entertainment value, immediate connectivity, and instantaneous rewards? Can we learn and borrow from these new technologies to improve our teaching? In this portion of the workshop, Karen Huffman will focus on maximizing student engagement and inspiration. She will discuss when and how to use a variety of demonstrations, assessment techniques, short video clips, and more to enhance classroom presentations. Participants will be invited to reflect upon their own teaching, student engagement, and active learning experiences and insights, resulting in a rich knowledge exchange among participants.Part Four - Teaching for Critical Thinking Critical thinking involves students (and teachers) being able to identify and research the assumptions that frame how they think and act. Only if assumptions are accurate and valid can we trust them as guides for thought and action. Studies of critical thinking show that two factors are crucial to learning critical thinking: seeing teachers model the process and experiencing it as a social learning process. In this interactive workshop Stephen D. Brookfield will model critical thinking about critical thinking and will introduce a number of classroom activities that can actively engage students in learning how to think critically.

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